Developmental Trauma Disorder Series:
Identifying Critical Moments and Healing Complex Trauma

The Center for the Treatment of Developmental Trauma Disorders (DTD) and NCTSN launched the Developmental Trauma Disorder Series entitled Identifying Critical Moments and Healing Complex Trauma.

Guiding Youth through Loss and Betrayal

Date/Time: Thursday, February 15 at 1:00 PM ET/ 10:00 AM PT

In this webinar, a client reveals during her first therapy session that she discovered her adoptive mother hid letters from her biological mother. In her past, she was placed in several foster care homes after incidents of physical and sexual abuse and family violence related to drug use by her mother and male partners. Though she was adopted two years ago, finding these hidden letters has escalated her feelings of distrust and not being accepted as a full member of her adoptive family.


  • Margaret Blaustein, PhD, Trauma Center at Justice Resource Institute
  • Adam Brown, PsyD, NYU Child Study Center
  • Ernestine Briggs-King, PhD, National Center for Child Traumatic Stress
  • Julian Ford, PhD, University of Connecticut




New Treatment Manual:
Trauma and Grief Component Therapy for Adolescents:
A Modular Approach to Treating Traumatized and Bereaved Youth

Developed by William Saltzman, Christopher Layne, Robert Pynoos, Erna Olafson, Julie Kaplow, and Barbara Boat, the TGCT-A manual is grounded in adolescent developmental theory, this is a modular, assessment-driven treatment that addresses the needs of adolescents facing trauma, bereavement, and accompanying developmental disruption. Created by the developers of the University of California, Los Angeles PTSD Reaction Index© and the Persistent Complex Bereavement Disorder Checklist, the book links clinicians with cutting-edge research in traumatic stress and bereavement, as well as ongoing training opportunities. This innovative guide offers teen-friendly coping skills, handouts, and specialized therapeutic exercises to reduce distress and promote adaptive developmental progression. Sessions can be flexibly tailored to group or individual treatment modalities; school-based, community mental health, or private practice settings; and different timeframes and specific client needs. Drawing on multidimensional grief theory, the treatment guide offers a valuable toolkit for psychologists, psychiatrists, counsellors, and others who work with bereaved and traumatized adolescents. Engaging multicultural illustrations and extensive field-testing give this user-friendly manual international appeal.


New Book:
Creating Healing School Communities: School-Based Interventions for Students Exposed to Trauma

Creating Healing School Communities provides readers with the necessary trauma-informed tools to intervene on behalf of struggling students and create a beneficial educational environment. School‑based programs can minimize the impact that trauma has on learning and help students—who otherwise may not have access to such support—to develop the coping skills to manage ongoing and future stress. With examples of core treatment components and engaging case studies, this book illustrates how effective school‑based interventions ensure that students have the opportunity to heal from trauma. The authors take a holistic approach to trauma‑informed practices and provide a practical overview of evidence‑based interventions using the Multi‑Tiered System of Supports (MTSS) model. Under the MTSS, trauma interventions take place on three levels to address a wide variety of students and differing degrees of trauma exposure: Universal (Tier 1), Targeted (Tier 2), and Intensive (Tier 3). Creating Healing School Communities shows how school mental health professionals, educators, and administrators can work together to help students overcome trauma and excel in the classroom and in life.



New Article:
Building a Pathway to Resilience for Foster Youth Through Social Capital

In 2015, 200,000 youth aged out of the foster care system without finding permanent homes or reuniting with their families. While about half of the country’s 18 to 24 year-olds remain at home and nearly two-thirds receive economic support from their parents, youth exiting foster care are expected to achieve independence at ages 18 or 21. Amnoni Myers, MA, a former foster youth turned out of her foster home when she turned 18, has written a thought-provoking essay, “Building a Pathway to Resilience for Foster Youth Through Social Capital” in Chronicles of Social Change, an online daily news publication devoted to solution-based news coverage of issues affecting youth involved in child welfare and juvenile justice and the larger youth services field. “Too many youth emancipate from foster care without the social capital invested in their teenage peers,” states Myers. By social capital, she means stable housing, assistance with education, and supportive adult relationships. At college Myers studied the problem of youth aging out of care and available supports. She discovered that, while philanthropic entities were major contributors, grant makers were not as active in addressing elements such as transitional and affordable housing. She concluded that, “The philanthropic section is in a position to fund innovative programming, advocate for systems and policy shifts, and model developments that contributed to societal well-being.”


New Fact Sheets from SAMHSA:
Tips for Survivors of a Disaster or Other Traumatic Event: Coping with Retraumatization

SAMHSA has published a new fact sheet which explains the signs and symptoms of retraumatization, gives guidance on how to manage the symptoms, and provides resources for building resilience and an adequate support system for dealing with triggering events. You can order it for free below; note that shipping charges may apply.


New Fact Sheet:
Preventing and Managing Stress: Tips for Disaster Responders

Another recent SAMHSA fact sheet provides tips to help disaster response workers prevent and manage stress while on assignment. It includes strategies to help responders prepare for their assignments, take stress-reducing precautions, and manage stress in the recovery phase. You can order it for free below; note that shipping charges may apply.



New Article:

A. T. Folger, K. T. Putnam, F. W. Putnam, J. L. Peugh, E. A. Eismann, T. Sa, J. B. Van Ginkel, and R. T. Ammerman in their retrospective study, Maternal Interpersonal Trauma and Child Social-Emotional Development: An Intergenerational Effect, published in Pediatric and Perinatal Epidemiology (Volume 31, Issue 2), collected data on 1172 mother-child dyads in a multi-site, early childhood home visiting program to investigate whether interpersonal trauma exposure had direct and indirect associations with the social-emotional development of their offspring at 12-months of age in an at-risk, home visited population. Authors examined the relationship between maternal interpersonal trauma, subsequent psychosocial mediators (maternal depressive symptoms, social support, and home environment), and the child’s social-emotional development. Findings included that maternal interpersonal trauma had a direct adverse effect on child social-emotional development; that indirect adverse effects were shown through increasing maternal depression and decreasing interpersonal support; and that future research is needed to further elucidate the mechanisms of intergenerational risk.


New Article:

K. R. Choi, J. S. Seng, E. C. Briggs, M. L. Munro-Kramer, S. A. Graham-Bermann, R. C. Lee, and J. D. Ford have had their article, The Dissociative Subtype of Posttraumatic Stress Disorder (PTSD) Among Adolescents: Co-Occurring PTSD, Depersonalization/Derealization, and Other Dissociation Symptoms, published in the Journal of the American Academy of Child and Adolescent Psychiatry (Volume 56, Issue 12). The authors examined the co-occurrence of posttraumatic stress disorder (PTSD) and dissociation in a clinical sample of 3,081 trauma-exposed, treatment-seeking adolescents 12 to 16 years old from the National Child Traumatic Stress Network Core Data Set. Authors evaluated evidence for the depersonalization/derealization dissociative subtype of PTSD as defined by the DSM-5 and then examined a broader set of dissociation symptoms. Model A, the depersonalization/derealization model, had five classes (dissociative subtype/high PTSD; high PTSD; anxious arousal; dysphoric arousal; and a low symptom/reference class). Model B, the expanded dissociation model, identified an additional class (characterized by dissociative amnesia and detached arousal). These 2 models provided new information about the specific ways PTSD and dissociation co-occur and illuminated some differences between adult and adolescent trauma symptom expression. A dissociative subtype of PTSD can be distinguished from PTSD alone in adolescents, but assessing a wider range of dissociative symptoms is needed to fully characterize adolescent traumatic stress responses.



Upcoming Event:
Trauma-Informed Pediatric Provider Course: Addressing Childhood Adversity and Building Resilience

Hilton Houston Post Oak, Houston, TX
Date: 4/05/2018-4/08/2018

The American Academy of Pediatrics (AAP), the AAP Council on Child Abuse and Neglect (COCAN), the AAP Council on Foster Care, Adoption and Kinship Care (COFCAKC), and the AAP Section on Adolescent Health (SOAH) are presenting the Trauma-Informed Pediatric Provider Course: Addressing Childhood Adversity and Building Resilience to assist health care providers and those working in or with child servicing agencies to identify children who have experienced adversity, trauma, and toxic stress. They will discuss the presentation and the risk factors involved. This three and one-half day course includes the recent science, evidence base, and treatments of adversity, resiliency, and toxic stress and is provided by experts in the field. Interactive case-based sessions allow for discussion on some of the most challenging issues. There is ample opportunity for networking. If you register on or before March 5th, Early Bird Rates apply.






This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.